Enrichment & Enhancement Action Plan (EEAP) Rationale
Two key principles in education are equity and social justice. These principles require a curriculum which is inclusive of all students and an environment which endeavours to support their needs and includes students with a diverse range of abilities.
These students need to be recognised, accepted and understood by the school community and supported with appropriate curriculum. This may include extension, enrichment and sustained focused development.
It is essential that all students feel valued and supported in a learning environment which both challenges and inspires them to pursue excellence and a passion for learning.
Students who would benefit from enrichment and enhancement are found in all communities regardless of their ethnic, cultural or socio-economic characteristics. This population includes students who are underachieving and who have disabilities.
These students demonstrate potential distinctly beyond the average for the student’s age and encompass a broad range of abilities in the intellectual, creative, socio- emotional and physical domains. Others demonstrate achievement distinctly beyond the average for a student’s age as a result of application to training and practice.
Identification
To assist in the identification of students who would benefit from enrichment and enhancement a screening committee is to be established.
The EEAP (Enrichment & Enhancement Action Plan) Committee will consist of staff including:
Administration member (Principal, Assistant Principal Religious Education)
Guidance Counsellor
Support Teacher – Inclusive Education
Self nominated interested teachers including Curriculum Support Teacher & Teacher Librarian
The EEAP Committee is to meet on a regular basis. Referrals of students may be made to the committee by:
Parents may make an appointment with their class teacher to begin the nomination process at which time they will be required to produce evidence e.g. cognitive assessments, observations, anecdotal records, checklists or work samples that their child requires enrichment or enhancement. Parent checklists are available on request.
Teachers making appointments to discuss individual students or through Student Support Team meetings
Teachers making referrals by using the Student Support Team referral forms
Data to be brought to the EEAP Committee may include:
Cognitive assessments
NAPLAN results
School report cards demonstrating student level achievement
Standardised assessments e.g. Waddington, Neale, Torch, South Australian Spelling Test
Teacher checklists / questionnaires
Parent checklists / questionnaires
Student self-evaluations
Benchmarks
Mapping on First Steps
Comments from previous teachers
Work samples – school or home
Anecdotal records in class, school or home
Actions
The EEAP Committee will review the information provided by teachers, parents, students and other stakeholders
The EEAP Committee may investigate further if deemed necessary and inform stakeholders of the outcomes
The EEAP Committee may assist the class teacher to differentiate the curriculum to meet individual student’s needs
An Individual Learning Plan may including focus areas, strategies and review may be developed to assist the class teacher. The Individual Learning Plan will be presented to the parent for their input
The EEAP Committee will consider resources (including staffing) which will assist the Individual Learning Plan
Monitoring
The teacher can make appointments to inform the committee of progress and to seek further advice, support and assistance
Class level planning each term is to incorporate a review of the identified student’s progress and needs. Planning to be adjusted as needed and to include input from the Curriculum Support Teacher and Support Teacher Inclusive Education
Review
This action plan will be reviewed by the EEAP Committee in February 2015.
